Experiences of Belonging in Engineering Undergraduate Education at Queen’s

2018 ◽  
Author(s):  
Amy Buitenhuis
Keyword(s):  
Engineering Education ◽  
Undergraduate Education ◽  
Engineering Students ◽  
Engineering Profession ◽  
Socialization Process ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Canadian Context ◽  
Undergraduate Engineering Education

The purpose of this study is to explore the role that the engineering undergraduate degree plays in the socialization process of professional engineers.  I will look at how exclusion is normalized through undergraduate education.  To do this, I will analyze the history and content of the Iron Ring Ceremony. This ceremony has symbolic significance to engineering students as it marks the completion of the undergraduate degree. It is also a ceremony unique to Canada, which will provide insights into the engineering profession in the Canadian context. I will also conduct interviews with 12 graduates of the Queen's undergraduate engineering program to gain insights into how engineering undergraduate education plays a role in shaping engineering identities. I will use my findings regarding the Iron Ring Ceremony to understand feelings of belonging and patterns of exclusion and inclusion throughout undergraduate engineering education.

A University—Industry Partnership in US Undergraduate Education

1997 ◽  
Vol 11 (4) ◽  
pp. 218-223
Author(s):  
Chrysanthe Demetry
Keyword(s):  
Engineering Education ◽  
Undergraduate Education ◽  
Cooperative Education ◽  
Worcester Polytechnic Institute ◽  
Undergraduate Engineering ◽  
Student Teams ◽  
Undergraduate Engineering Education ◽  
Successes And Challenges ◽  
University Industry ◽  
Recent Evaluation

The WPI–Norton Company Project Center, in operation since 1973, is a partnership designed to enhance undergraduate engineering education at Worcester Polytechnic Institute(WPI) and to solve problems of direct relevance to Norton Company Student teams complete year-long projects on topics proposed by Norton Company and are advised both by WPI faculty and Norton employees. This arrangement differs from cooperative education in that the projects satisfy a WPI degree requirement, and the students are not paid by the company. This paper describes some logistical details of the Center's operation and highlights successes and challenges revealed by a recent evaluation of the partnership.

Biomedical engineering undergraduate education: A Canadian perspective

2018 ◽  
Vol 48 (2) ◽  
pp. 119-139
Author(s):  
Nikolas K Knowles ◽  
Isha DeCoito
Keyword(s):  
Engineering Education ◽  
Undergraduate Education ◽  
Biomedical Engineering ◽  
Historical Context ◽  
Successful Implementation ◽  
Undergraduate Program ◽  
Engineering Faculty ◽  
Undergraduate Engineering ◽  
Educational Theories ◽  
Undergraduate Engineering Education

Background With an aging population and increasing demand on health care systems, biomedical engineering as an undergraduate program fits a growing societal need. As such, many Canadian universities have implemented biomedical engineering undergraduate programs. This provides a unique opportunity for core engineering faculty, engineering education researchers, and curriculum specialists to implement proven educational theories in the core curriculum of these programs to ensure exemplary and competent Canadian-trained biomedical engineering graduates. Purpose This paper discusses the need for biomedical engineering as a core undergraduate program in Canada, the historical context of educational theories as related to biomedical undergraduate engineering education, a framework for the implementation of proven strategies, and learner-centric methods that benefit the learner, mentor, and society as a whole. Scope/method: The historical context of curriculum theories related to biomedical engineering undergraduate education, evaluation of the intrinsic and extrinsic curriculum theories in current biomedical engineering undergraduate education, educating progressive learners and development of future biomedical engineering undergraduate education curriculum, is explored. Conclusion The integration of educational theories in the development of a biomedical engineering undergraduate engineering education is essential to ensure learners are provided with opportunities to experience cutting edge, quality engineering education. Empirical evidence demonstrates the successful implementation of applied methodologies such as model-electing activities, problem-based learning, and the flipped classroom. Providing biomedical engineering faculty with professional development opportunities around the successfully implementation of these tools aimed at culturally diverse, globalized 21st-century learners, can be catalytic in shifting to a new paradigm for engineering education in Canada and globally.

scholarly journals CREATIVE TRANSFER IN THE ENGINEERING CLASSROOM

2017 ◽  
Author(s):  
Ken Tallman ◽  
Christina Mei
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Undergraduate Curriculum ◽  
Research Data ◽  
Creative Activity ◽  
Creative Processes ◽  
Metacognitive Development ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
Advanced Knowledge

This research on creativity in undergraduate engineering education asks whether undergraduate engineering students in a Fall 2016 course will develop enriched creative skills in other learning and professional environments as a result of having taken the course. The motivation for this study comes from the need for a clearer understanding of how and where to teach creativity in the undergraduate curriculum and a clearer understanding of how students transfer skills and knowledge from one setting to another. As well as studying students’ creative growth, the research will analyze students’ metacognitive development. What do students learn about how they learn by taking thiscourse? Is this knowledge valuable? Are students able to better articulate their creative processes once they have finished the course? Have they found ways to make use of this advanced knowledge? The results from this research are preliminary and inconclusive, but appear promising. Research data at present consists primarily of audiorecorded interviews with consenting students, and more data is likely required to provide better certainty about whether students have been able to transfer their creative activity from this course to other situations.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

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